Log in

Relevant bibliographies by topics / Teaching in Australia

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Teaching in Australia'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teaching in Australia.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Teaching in Australia"

1

Hill, Peter. "Teaching Slavonic languages in Australia." Volume 3 3 (January 1, 1986): 123–30. http://dx.doi.org/10.1075/aralss.3.08hil.

Full text

Abstract:

The absence of suitable materials for use in beginners’ courses in Macedonian for Australian undergraduates has led to the production of an Australia-based audio-visual course. The development of this course has involved decisions that fall within the area of language planning. Macedonians in Australia are not normally very conversant with the Macedonian standard or “literary” language (MSL), which is, in any case, not very highly standardized. It still shows considerable variation in lexicon and syntax. The MSL was chosen as the basis for the course, despite initial consideration being given to the idea that some form of dialectal language might be taught. The MSL Provides a neutral idiom that can serve people of different dialectal backgrounds. However, forms that are not likely to be accepted or even understood by large sections of the Macedonian communities in Australia are avoided. Colloquial, obsolescent and dialectal lexical items are included if they rate positively by this criterion.

APA, Harvard, Vancouver, ISO, and other styles

2

Charteris, Jennifer. "Teaching performance assessments in the USA and Australia." International Journal of Comparative Education and Development 21, no. 4 (October 31, 2019): 237–50. http://dx.doi.org/10.1108/ijced-10-2018-0039.

Full text

Abstract:

Purpose Teaching performance assessments (TPAs) have developed in the USA and Australia as a “bar exam” for the profession and are used means to assure that graduates are classroom ready. The purpose of this paper is to outline how these assessments have been implemented in teacher education in the USA and Australian contexts. The edTPA is embroiled in controversy in the USA and there are important lessons from the related research literature that could inform the how other countries engage with TPAs in pre-service teacher education. Design/methodology/approach This conceptual paper outlines how Australia has introduced TPAs in initial teacher education (ITE) through policy borrowing from the USA. The paper synthesises critiques of the edTPA (USA) from research literature and considers the implications of TPAs in the Australian context. Findings The TPA impacts the focus of pre-service teacher practicum teaching, and pedagogy and curriculum in ITE education. The TPA could be used to mobilise detrimental accountability mechanisms. With the outsourcing of assessment to edu-business, Pearson Education, teacher education institutions in the USA have a sense that they have lost control over determining which students are credentialed to teach. Although pre-service teacher assessment is still administered and assessed by ITE institutions in Australia, there is a concern that could change. It is argued that educators, administrators and policy makers should avoid moves to outsource TPAs in Australia. Originality/value Because it is in its infancy, there is a little robust research into the implication of introducing teacher performance assessments into the Australian teacher education context.

APA, Harvard, Vancouver, ISO, and other styles

3

Mackinlay, Elizabeth, and Katelyn Barney. "Introduction." Australian Journal of Indigenous Education 41, no. 1 (August 2012): 1–9. http://dx.doi.org/10.1017/jie.2012.2.

Full text

Abstract:

Indigenous Australian studies, also called Aboriginal and Torres Strait Islander studies, is an expanding discipline in universities across Australia (Nakata, 2004). As a discipline in its own right, Indigenous Australian studies plays an important role in teaching students about Australia's colonial history and benefits both non-Indigenous and Indigenous students by teaching them about Australia's rich and shared cultural heritage (Craven, 1999, pp. 23–25). Such teaching and learning seeks to actively discuss and deconstruct historical and contemporary entanglements between Indigenous and non-Indigenous Australians and, in doing so, help build better working relationships between Indigenous and non-Indigenous Australians. As educators in this discipline, it is important for us to find pedagogical approaches which make space for these topics to be accessed, understood, discussed and engaged with in meaningful ways.

APA, Harvard, Vancouver, ISO, and other styles

4

Jackling, Beverley, Paul A. de Lange, and Riccardo Natoli. "Transitioning to IFRS in Australian Classrooms: Impact on Teaching Approaches." Issues in Accounting Education 28, no. 2 (November 1, 2012): 263–75. http://dx.doi.org/10.2308/iace-50358.

Full text

Abstract:

ABSTRACT: This paper outlines the impact that transition to International Financial Reporting Standards (IFRS) had in Australia with reference to the teaching approaches across university accounting classrooms. The discussion begins with a short history of past rules governing accounting in Australia, followed by a review of the transition to IFRS in Australia. An assessment of the ways in which the Australian accounting academic community incorporated the adoption of IFRS into their curriculum is also provided. The review suggests that despite an initial period of foreboding from accounting educators, the transition to IFRS involved minimal changes in teaching approaches. We argue that there were missed opportunities to revise the curriculum, particularly at the introductory level, by adopting a framework-based teaching approach in line with the principles-based IFRS. The paper concludes with some observations about lessons learned from the Australian experience as a guide for accounting faculty in other parts of the world who are about to embark on the transition to IFRS.

APA, Harvard, Vancouver, ISO, and other styles

5

Vaughan, Jeff, Lawrie Davidson, Alex Nemchin, and Stephen Quinton. "Teaching Process Mineralogy in Australia." Journal of Geoscience Education 52, no. 1 (January 2004): 45–51. http://dx.doi.org/10.5408/1089-9995-52.1.45.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Sneddon, J. N. "Teaching informal Indonesian." Australian Review of Applied Linguistics 24, no. 2 (January 1, 2001): 81–95. http://dx.doi.org/10.1075/aral.24.2.06sne.

Full text

Abstract:

Abstract Of the Major Asian languages taught in Australia, Indonesian is the only one which exists in a diglossic situation, in which the language of everyday conversation is significantly different from the formal language. Indonesian language teaching in Australia concentrates largely on the ‘high’ form of the language; in most schools and universities the everyday variety is dealt with either superficially or not at all. As a result, most Australian learners develop no proficiency in this variety. Unlike the formal language, informal Indonesian is highly context-bound, with presuppositions and shared knowledge playing an essential role in conveying meaning. The paper looks at the preposition soma to demonstrate this distinction between formal and informal language. Using language appropriate to the situation is essential to ‘good manners’ and effective communication. Hence it is important to incorporate teaching of informal language into Indonesian courses, particularly the variety spoken by the Jakartan middle-class, which is acquiring status as a standard colloquial form of the language. It has as yet been subjected to very little study and as a result almost no materials are available for teaching it. Moreover, most non-native teachers have little or no knowledge of it. Only when descriptions of this variety are available can effective teaching be implemented.

APA, Harvard, Vancouver, ISO, and other styles

7

Goot, Murray. "2014 Henry Mayer Lecture the Press We Had to Have? Henry Mayer and The Press in Australia: Argument, Reception, Impact." Media International Australia 153, no. 1 (November 2014): 5–20. http://dx.doi.org/10.1177/1329878x1415300103.

Full text

Abstract:

Published 50 years ago, Henry Mayer's The Press in Australia – still the most comprehensive analysis of Australia's daily papers and their critics – remains a landmark in the study of the Australian press. This article lays out the book's main arguments, recalls the way it was received, and offers an assessment of its impact on teaching in the universities, on academic research and on the newspaper industry.

APA, Harvard, Vancouver, ISO, and other styles

8

Atkinson, Roger, Tania Broadley, Anne Coffey, Pamela Martin-Lynch, Clare McBeath, Sid Nair, and Lee Partridge. "Editorial - TL Forum 2015: Teaching and learning uncapped." Journal of University Teaching and Learning Practice 12, no. 4 (October 1, 2015): 2–9. http://dx.doi.org/10.53761/1.12.4.1.

Full text

Abstract:

Teaching and Learning Forum is a series of annual conferences held in Perth by Western Australia's five universities, Curtin University, Edith Cowan University, Murdoch University, The University of Notre Dame Australia, and The University of Western Australia. After 24 Forums, 1992-2015 (TLF, n.d. 1), TLF is clearly an enduring presence in our local discourse on university teaching and learning practices. In this editorial for the Journal's special issue, titled TL Forum 2015: Teaching and learning uncapped, we present multiple understandings of how an enduring presence has been attained, and why we assert the importance of our local discourse.

APA, Harvard, Vancouver, ISO, and other styles

9

Aldous, David E. "Perspectives on Horticultural Therapy in Australia." HortTechnology 10, no. 1 (January 2000): 18–23. http://dx.doi.org/10.21273/horttech.10.1.18.

Full text

Abstract:

Human awareness of plants in Australia goes back 50,000 years when the aboriginal first began using plants to treat, clothe and feed themselves. The European influence came in 1778 with the First Fleet landing in New South Wales. Australia's earliest records of using horticulture for therapy and rehabilitation were in institutions for people with intellectual disabilities or who were incarcerated. Eventually, legislation created greater awareness in the government and community for the needs of persons with disabilities, and many worthwhile projects, programs and organizations were established or gained greater recognition. Horticultural therapy programs may be found in nursing homes, rehabilitation centers, adult training support services, hospitals, day centers, community centers and gardens, educational institutions, supported employment, and the prisons system. This article reviews the history and development of Australian horticulture as a therapy in the treatment of disabilities and social disadvantaged groups, and includes an overview of programs offered for special populations and of Australia's horticultural therapy associations. It also discusses opportunities for research, teaching and extension for horticultural therapy in Australia.

APA, Harvard, Vancouver, ISO, and other styles

10

Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.

Full text

Abstract:

AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Teaching in Australia"

1

Clark, Anna. "Teaching the nation : politics and pedagogy in Australian history /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00000860.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Braniff, John Michael. "The Marist Brothers' teaching tradition in Australia, 1872-2000." University of Sydney. Policy and Practice, 2004. http://hdl.handle.net/2123/691.

Full text

Abstract:

Recent Australian academic attempts to define the 'charism,' or distinguishing spirit, of the Marist Brothers' style of education, have been conducted using sociological methodologies and have resulted in findings which are more religious than educational or pedagogical, in content. The present enquiry is more educational in focus and historical in approach. This enquiry poses a series of questions e.g: Did the Marists who arrived in Australia in 1872 come as the conscious bearers of a distinctive style of teaching? Did they adapt this distinctive style to meet the needs of the Australian society? How faithfully did they cling to their founding inspiration? Have they been successful in preserving this distinctiveness in the face of modern developments in Australian education and in the Catholic Church? Or, is all that remains the name �Marist�? The historical methodology employed uses both recent academic analyses of the Marist Brothers� Founder�s work and also of the archival documentation of the Order�s foundation and development in Australia. It also tracks, though not in isolation, the development of the first Marist school in Sydney, St Patrick�s, Church Hill; founded in 1872 and still operating, at a new location � Dundas � in the more recently-formed diocese of Parramatta. This individual school�s role in Marist teacher education in early, and more recent times, makes it an appropriate focus. In summary, the thesis concludes that the Marists did come as conscious disciples of St Marcellin Champagnat, their founder; but that the pristine inspiration had already begun to evolve. In Australia the brothers continued to follow his example in adapting to the newer demands of Church and State. After Vatican II and the return of State Aid, however, the pace and scope of development precipitated changes which arguably constitute a break from all but the names �Marist� and �Champagnat�.

APA, Harvard, Vancouver, ISO, and other styles

3

SCORSOLINI, VALENTINA GIOVANNA. "TRADIZIONE CULTURALE E INSEGNAMENTO LINGUISTICO IN AUSTRALIA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2018. http://hdl.handle.net/10280/40178.

Full text

Abstract:

Alla luce del recente interesse verso l’insegnamento della lingua italiana all’estero, il presente elaborato esamina la storia della comunità italiana e dell’evoluzione della didattica dell’italiano nello stato del Victoria, in Australia. La tesi presenta inoltre i risultati della mia ricerca sull’influenza dei flussi migratori e delle politiche linguistiche australiane sull’insegnamento dell’italiano nelle scuole, descrivendo come la percezione della lingua italiana sia cambiata nell’immaginario australiano. Tale analisi storica mi ha permesso di formulare una valutazione critica e suggerimenti per migliorare le metodologie didattiche impiegate nei corsi di italiano nelle scuole secondarie del Victoria.
In light of the growing interest towards Italian teaching abroad, the present dissertation investigates the history of the Italian community and the evolution of Italian teaching in the state of Victoria, Australia. I hereby present the results of my research on the history of the Italian community in Victoria, as well as the influence of Australian immigration and language policies on Italian teaching in Victorian schools, highlighting how the perception of Italian language evolved in Australian public opinion throughout history. Based on this historical framework, a critical evaluation of Italian teaching methodologies in Victoria was conducted, which informed my suggestions for future improvement of Italian teaching practices.

APA, Harvard, Vancouver, ISO, and other styles

4

Steele, Frances A., of Western Sydney Nepean University, Faculty of Education, and School of Teaching and Educational Studies. "Teaching biotechnology in NSW schools." THESIS_FE_TES_Steele_F.xml, 1999. http://handle.uws.edu.au:8081/1959.7/671.

Full text

Abstract:

Agriculture, industry and medicine are being altered by new biological technologies. Today's students are the citizens who will make decisions about associated ethical issues. They need to have the knowledge that will enable them to make informed choices. Hence biotechnology has an important place in science education. The aims of the research were to: 1/describe the state of biotechnology teaching in NSW; 2/determine whether teachers in NSW do not teach biotechnology because they do not have the necessary knowledge and experience; 3/identify other reasons why NSW teachers choose not to teach biotechnology; 4/describe problems encountered in teaching biotechnology in NSW; 5/suggest ways in which the problems encountered in the teaching of biotechnology can be overcome. Quantitative and qualitative methods were used in a complementary way to investigate these aims. In a sample of teachers surveyed, many reported that they chose not to teach biotechnology because they did not have adequate knowledge and experience. Other obstacles were identified. These were: 1/ the difficulty of the subject matter; 2/ the lack of practical work; 3/ lack of a program for biotechnology in junior science. The results of this trial suggested that a biotechnology unit should be developed in collaboration with the teacher and that time needs to be made available for school based program development.
Master of Education (Hons)

APA, Harvard, Vancouver, ISO, and other styles

5

Faine, Miriam. "At home in Australia: identity, nation and the teaching of English as a second language to adult immigrants in Australia." Monash University. Faculty of Education, 2009. http://arrow.monash.edu.au/hdl/1959.1/68741.

Full text

Abstract:

This is an autoethnographic study (e.g. Brodkey, 1994) based on ‘stories’ from my own personal and professional journey as an adult ESL teacher which I use to narrate some aspects of adult ESL teaching. With migration one of the most dramatically contested spheres of modern political life world wide (Hall, 1998), adult English as a Second Language (ESL) teaching is increasingly a matter of social concern and political policy, as we see in the current political debates in Australia concerning immigration, citizenship and language. In Australia as an imagined community (Anderson, 1991), the song goes ‘we are, you are Australian and in one voice we sing’. In this study I argue that this voice of normative ‘Australianess’ is discursively aligned with White Australians as native speakers (an essential, biological formulation). Stretching Pennycook’s (1994a) argument that ELT (English Language Teaching) as a discourse aligns with colonialism, I suggest that the field of adult ESL produces, classifies and measures the conditions of sameness and difference to this normative ‘Australian’. The second language speaker is discursively constructed as always a deficient communicator compared with the native speaker. The binary between an imagined homogeneous Australia and the ‘migrant’ as essentially other, works against the inclusion of the learner into the dominant groups represented by their teachers, so that the intentions of adult ESL pedagogy and provision are mitigated by this imagining, problematizing and containing of the learners as other. The role of ESL teachers is to supervise (Hage, 1998) the incorporation of this other. Important policy interventions (e.g. Department of Immigration and Citizenship, 2006; ALLP, 1991a) are based on understanding the English language as a universalist framework of language competences inherent in the native speaker; on understanding language as consisting of fixed structures which are external to the learner and their social contexts; and on a perception that language as generic, transferable cognitive skills can be taught universally with suitable curricula and sufficient funding. Conversely in this study I recognise language as linguistic systems that define groups and regulate social relations, forming ‘a will to community’ (Pennycook, op. cit.) or ‘communities of practice’ (Lave & Wenger, 1991). Language as complex local and communal practices emerges from specific contexts. Language is embedded in acts of identity (e.g. Bakhtin, 1981) developing through dialogue, involving the emotions as well as the intellect, so that ‘voice’ is internal to desires and thoughts and hence part of identity. Following Norton (2000) who links the practices of adult ESL learners as users of English within the social relations of their every day lives, with their identities as “migrants”, I suggest that the stabilisation of language by language learners known as interlanguage reflects diaspora as a hybrid life world. More effective ESL policies, programs and pedagogies that assist immigrant learners feel ‘at home’ within Australia as a community of practice (Wenger, 1998) rest on understanding immigrant life worlds as diasporic (Gilroy, 1997). The research recommends an adult ESL pedagogy that responds to the understanding of language as socially constituted practices that are situated in social, local, everyday workplace and community events and spaces. Practices of identity and their representation through language can be re-negotiated through engagement in collective activities in ESL classes that form third spaces (Soja, 1999). The possibilities for language development that emerge are in accord with the learners’ affective investment in the new language community, but occur as improvements in making effective meanings, rather than conformity to the formal linguistic system (Pavlenko & Lantolf, 2000).

APA, Harvard, Vancouver, ISO, and other styles

6

Glew, Paul J. "Learning and teaching in ESL perspectives on educating international students in Australia /." View Vol. 1 (Vol. 2 restricted access), 2008. http://handle.uws.edu.au:8081/1959.7/41785.

Full text

Abstract:

Thesis (Ed.D.)--University of Western Sydney, 2008.
A thesis presented to the University of Western Sydney, Centre for Educational Research, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.

APA, Harvard, Vancouver, ISO, and other styles

7

Veale, Ann. "The relationship of the practicum to teacher development." Title page, table of contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09EDM/09edmv394.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.

Full text

Abstract:

This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.

APA, Harvard, Vancouver, ISO, and other styles

9

Seah, Wee Tiong. "The negotiation of perceived value differences by immigrant teachers of mathematics in Australia." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5456.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Debela, Nega Worku. "Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Teaching in Australia"

1

Cooper, Kenneth S. Europe, Africa, Asia, and Australia. Morristown, N.J: Silver Burdett, 1986.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Coltheart, Max. Learning to read in Australia. Canberra: The Academy of the Social Sciences in Australia, 2007.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Harold, Bolitho, and Wallace-Crabbe Chris, eds. Approaching Australia: Papers from the Harvard Australian Studies Symposium. Cambridge, Mass: Harvard University Press, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Haas, Adrian R. Para-professional engineering education in Australia. Hobart, Tasmania, Australia: Australian Institute of Engineering, 1986.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Susanto, Djoko. Teaching Indonesian language in Australia: A methodological perspective of primary English teaching in Indonesia. Malang, East Java, Indonesia: UIN-Malang Press, 2009.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Burrows, Leigh, and Tom Stehlik. Teaching with spirit: New perspectives on Steiner education in Australia. Murwillumbah, NSW: IB Publications Pty Ltd, 2014.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Larry, Nolte, ed. Australia: A cultural resource guide. St. Louis, MO: Milliken Publishing Co., 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Kikin, Kokusai Kōryū. Japanese studies in Australia and New Zealand. Tokyo, Japan: Japan Foundation, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Teaching & communicating: Rethinking professional experiences. South Melbourne: Oxford University Press, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Christine, Asmar, ed. Doing postgraduate research in Australia. Carlton, Vic: Melbourne University Press, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Teaching in Australia"

1

Goddard, Timothea, and Maura A. Kenny. "Teaching in Australia." In Resources for Teaching Mindfulness, 191–207. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30100-6_10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Lewis, Alison, and John Hajek. "Lessons Learned: Teaching European Studies in Full Eurovision." In Eurovision and Australia, 165–87. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20058-9_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Reid, Carol, Jock Collins, and Michael Singh. "Global Teachers Living and Teaching in Australia." In Global Teachers, Australian Perspectives, 123–34. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-36-9_7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Chen, Shen, and Yuzhe Zhang. "Chapter 9. Chinese language teaching in Australia." In AILA Applied Linguistics Series, 181–200. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/aals.12.10che.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Parr, Graham. "Toward an Understanding of Literature Teaching in Australia." In Literary Praxis, 69–87. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-586-4_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Care, Esther, Claire Scoular, and Myvan Bui. "Australia in the Context of the ATC21S Project." In Assessment and Teaching of 21st Century Skills, 183–97. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9395-7_8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Litchfield, Chelsea, and Jaquelyn Osborne. "Using Developments in Sport in Australia to Promote Cultural Competence in Higher Education Courses at CSU." In Teaching Aboriginal Cultural Competence, 111–21. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7201-2_10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Rose, Elizabeth Robertson. "A Month of Climate Change in Australia: A Corpus-Driven Analysis of Media Discourse." In Text-Based Research and Teaching, 37–53. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59849-3_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Ferrier, Carole. "Teaching African American Women’s Literature in Australia: Reading Toni Morrison in the Deep North." In Teaching African American Women’s Writing, 137–56. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9781137086471_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Dooley, Kath. "Teaching Screen Arts in Australia: Challenges, Opportunities and Current Trends." In The Palgrave Handbook of Screen Production, 427–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21744-0_33.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Teaching in Australia"

1

Bullen, Frank, Peter Gibbings, and Lyn Brodie. "Leading engineering learning and teaching in Australia." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673342.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Lockyer, Lori, and John Patterson. "Technology Use, Technology Views: Anticipating ICT Use for Beginning Physical and Health Education Teachers." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3093.

Full text

Abstract:

In Australia, the national initiative known as Learning in an Online World, focuses school jurisdictions across the country meet the challenge of achieving the national vision of all schools “... confidently using ICT in their everyday practices to improve learning, teaching and administration” (MCEETYA, 2005, p. 3). One strategy in reaching this goal is the effective preparation of pre-service teachers to use and integrate technology in their teaching and learning practices. This article reports on a research study that aimed to explore the issue preparation for use of technology in teaching by understanding the current and anticipated technology usage for Australian health and physical education pre-service teachers.

APA, Harvard, Vancouver, ISO, and other styles

3

Taylor, Jennyfer Lawrence, Jessica Tsimeris, XuanYing Zhu, Duncan Stevenson, and Tom Gedeon. "Observations from Teaching HCI to Chinese Students in Australia." In CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2776888.2780366.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Gorur, Radhika, Leonard Hoon, and Emma Kowal. "Computer Science Ethics Education in Australia – A Work in Progress." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368375.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Dong, Yang. "China-Australia co-operative program teaching management pattern and implementation plan." In 2009 ISECS International Colloquium on Computing, Communication, Control, and Management (CCCM). IEEE, 2009. http://dx.doi.org/10.1109/cccm.2009.5268127.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Márquez-Ramos, Laura. "Bridging the gap between academic and policy-oriented activities in higher education institutions." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11168.

Full text

Abstract:

There are three different types of activities performed in higher education institutions that, taken together, form the components of a trilemma in higher education. These include traditional academic activities (research and teaching), along with those that aim to transfer knowledge beyond academic research (policy-/industry-oriented activities). I argue that there are potential synergies across these three components that can be exploited to resolve this trilemma. This is illustrated in an augmented research value chain that introduces teaching and policy-/industry-oriented activities as phases that complement the research process. The interaction of the different phases in the research process contributes to the generation of new knowledge, increasing the value-added of the organization. This proposal relies on an application in an organizational unit specializing in international trade within an Australian university. Australia provides an interesting case study because research-intensive Australian universities are no longer evaluated purely in terms of their research quality, but also in terms of their transfer of knowledge and contributions beyond academic research. In this context, I conceptualize how to resolve the trilemma, and increase the feasibility of bridging the gap between academic and policy-/industry-oriented activities in higher education institutions.

APA, Harvard, Vancouver, ISO, and other styles

7

Chalmers, Denise. "Why recognising and rewarding excellent teaching in universities matters for students." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7981.

Full text

Abstract:

There is greater focus on the quality of higher education teaching and how we reward and recognize excellent teaching. There are questions from governments about the quality of teaching and a desire to identify excellence. In Australia and beyond, higher education institutions have been working towards clarifying their criteria and expectations of what constitutes excellent teaching. They are reviewing their policies and practices to enable their excellent teachers to access development and support so they might be rewarded through promotion. An inceasing number of universities and higher education institutions are now promoting their excellent teachers through to professor level. This is important not just for the academics and teachers themselves, but for the quality of education that students receive.

APA, Harvard, Vancouver, ISO, and other styles

8

Asimakopoulos, George, Thanassis Karalis, and Katerina Kedraka. "Students’ learning can be enhanced via Centres of Teaching and Learning in Higher Education: A quick view all over the world." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12871.

Full text

Abstract:

This paper studies the Centers for Teaching and Learning (CTL) of the 100 top Universities in the world and investigates their role and services. The vast majority of these Centers is located in educational institutions of the US, the UK, Australia and Canada. CTL services cover many areas and target several portions of the university population. They try to meet contemporary requirements and aim to enhance teaching, learning and research processes.

APA, Harvard, Vancouver, ISO, and other styles

9

Leitch, Shona, and Matthew Warren. "Analysing Online Teaching and Learning Systems Using MEAD." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3208.

Full text

Abstract:

The review of literature pertaining to systems analysis and design and the design of systems for online teaching and learning has identified some “gaps” and has shown the need for a more specialised and specific method for the design of such systems. This paper presents research that was conducted to collect information to assist in the filling of the gaps of the systems analysis and design knowledge within Australia and also presents a method for the development of online teaching and learning systems. Currently design is done in an ad-hoc fashion with little formal input from the student users; this research aims to rectify this. The paper puts forwards an educational design approach based upon Soft Systems Methodology (SSM). The outcome of the research is a practical method - the Method for Educational Analysis and Design (MEAD).

APA, Harvard, Vancouver, ISO, and other styles

10

Byrne, Graeme, and Lorraine Staehr. "International Internet Based Video Conferencing in Distance Education: A Low-Cost Option." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2451.

Full text

Abstract:

Higher education institutions in Australia are increasingly embracing the Internet as a tool to support academic programs offered in the Asian region. The purpose of this study is to describe a low cost internet-based international video conferencing system and to assess staff attitudes toward its use to deliver lectures and tutorials to Hong Kong. The students are enrolled in undergraduate business programs at a regional campus of an Australian university. The video conferencing system is used to deliver around 50% of the course content with the remainder delivered in “face-to-face” mode requiring the lecturer concerned to travel to Hong Kong. To evaluate the use of the videoconferencing system, semi-structured interviews were conducted with staff involved in the program. The results revealed an overall positive attitude toward the technology itself, but revealed some shortcomings in its effectiveness as a teaching tool.

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Teaching in Australia"

1

Blaine, Richard. The teaching of history in the secondary schools of Australia. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2284.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

Full text

Abstract:

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

APA, Harvard, Vancouver, ISO, and other styles

3

Dabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy, and Anne-Marie Chase. Mitigating the impacts of COVID-19: Lessons from Australia in remote education. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.

Full text

Abstract:

This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.

APA, Harvard, Vancouver, ISO, and other styles

4

Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

Full text

Abstract:

Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

APA, Harvard, Vancouver, ISO, and other styles

5

Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

Full text

Abstract:

Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!